Spring 2004
In the Service of Others
Student Life - Sports for Fun
Ask the Administrator - A Q&A with Dr. Miriam Gogol
What's New at Fairfield U?
Parents' Fund Update
by Lisa Roberts
Lauren Brady '04 takes a moment to embrace her new friend at Santa Teresita, an orphanage for girls in Tijuana, Mexico. |
While the desire to help others in need spans history and culture, that desire takes deep root during the transformational years of young adulthood. Intrinsic to the Jesuit educational experience, community service alerts students to social justice issues by engaging them in real-world experiences during the formative years of college. At Fairfield University, Campus Ministry leads this charge through a number of community service programs, retreats, and Ignatian immersion experiences.
For Jocelyn Collen '06, volunteering through campus ministry is a much-needed "reality check" that puts her life as a college student at Fairfield University in perspective. "I get to see the real world," she says, "and come back realizing that my problems at school are really nothing compared to the problems of other people." Collen participates in the McGivney Afterschool Program, helping children between the ages of 6 and 12 with their homework twice a week in nearby Bridgeport, Conn. She continues to be drawn to the program, saying, "I'm very much aware that what I'm experiencing now is creating a foundation for my future."
At Fairfield, essential to the Ignatian vision of graduating men and women for others is asking our students for a deeper level of commitment than volunteer hours. According to Melissa Reardon, assistant University chaplain, reflection is a key component of the Jesuit ideals of service, leading students to social, personal, and faith analysis. "Community service without the reflection component can reinforce prejudice," says Reardon. "The question is not just what can we do for this particular person in need, but why is she in need, and what structure in society allows this to happen?" Student leaders meet twice a month to share their thoughts and feelings about their experiences, and once a month facilitate a group discussion with their program's volunteers to do the same.
Between group reflection and an economics class, Collen made the connection that the needs of the children at the afterschool program were more domestic than scholastic. "The work habits and values the children learn at school are not getting reinforced at home because, for one reason or another, the parents aren't sitting down with them at the end of the day." This realization not only strengthened her commitment to the children in Bridgeport, but also to Fairfield's campus ministry program. In the spring, she will be going to Ecuador as a Mission Volunteer in a personal quest to discover how poverty in Bridgeport is different than poverty in Ecuador. "I don't know the difference yet," says Collen, "but I do know it's important to experience it, to live it, in order to understand how to fix it."
For the past 15 years, the Mission Volunteer program has been "reaching out to embrace the world" by sending approximately 50 volunteers annually to various Third World countries. The commitment on behalf of the students, and the faculty and staff who accompany them as guides, includes weekly meetings for one-half to one year prior to the trip, and follow-up activities for one to two years after the trip. Rev. Paul Carrier, S.J., University chaplain, acknowledges that while the commitment is tremendous, so is the level of maturity of the students upon their return. "Parents are often stunned and overwhelmed by the maturity of their children," says Carrier, "who come home with a much deeper understanding of world issues, and of life in general."
Mark Reed, dean of students, has participated in the Mission Volunteer program as both a student and staff member. According to Reed, the reflection component of community service is vital to the personal and educational experience. "It is through the individual and group reflection that students can process what they see, hear, smell, taste, observe, do, and not do, as well as what they feel - anger, frustration, satisfaction, happiness, sadness, confusion, clarity, and peace." Reed points out that reflection doesn't necessarily lead to answers very quickly, or at all. In fact, it often leads to more questions, and to learning how to live without answers.
Adds Reed, "I've long felt that the Mission Volunteer trips are the most complete educational experience a student can have at Fairfield." Collen, reflecting on her domestic service experiences so far and the immersion experience in her near future, adds, "Community service is one of the most important aspects of my life at Fairfield University. It's a dimension of my education that just can't be found in the classroom."
Visit Fairfield's Campus Ministry for more opportunities.
Sports for Fun
Holding an armful of options, Mary Boehmer '06 is one of 12 student intramural supervisors leading the charge for more student involvement. |
With an anticipated 85 to 90 percent of the student body participating in Department of Recreation activities, Fairfield's students are about as likely to bump into each other at the Leslie C. Quick Jr. Recreational Complex as they are at the John A. Barone Campus Center. This centralized hub of activity has seen remarkable growth in the past three years, due in large part to the student-run intramural sports program. From nine sports in 2001-02 to 20 in 2002-03, there are now as many as the facilities and program can hold: 27.
"Our goal is to get as many students involved as we can, and then make sure they're having as much fun as they can," says Paul Cantrell, assistant director of recreation. A combination of online marketing and strong student leadership propelled intramural sports participation to its current level, exceeding expectations. "The biggest drive in interest came after this building was wired to the Internet," Cantrell points out, "giving staff the ability to market electronically." E-mail announcements are supplemented by notices in the cafeteria, residence halls, the student newspaper, and the campus TV station, attracting student involvement that cuts across class lines.
This year, Fairfield's students can choose from all-new offerings like Stag Splash, a swim meet based on residential community teams (from each residential hall, the townhouses, or the beach area), or pick an old stand-by like indoor soccer. While the largest participatory sport is basketball, with approximately 500 to 600 team members, the most popular is softball, with 400 players, which attracts a great many spectators in the heart of spring. There's also variety in physical activity, from Arena Flag Football to Sports Trivia @ The Levee.
A key component of the program's success is the responsiveness of student leaders and staff. An annual survey assesses offerings and invites suggestions for new ones. Last year's survey brought in 30 to 40 requests for field hockey, so the sport was added to the program, yielding 61 participants to date.
In addition to the 27 intramural sports and nine sports clubs (which compete with other schools), students can break a sweat in fitness classes, during open swim, and at special events like "Street Hoops." There's also "Natural High," a program sponsored by the National Intramural and Recreational Sports Association and co-hosted by the RecPlex and the Wellness Center, and "Late Night at the RecPlex," when the building is open from 9 p.m. to 2 a.m., with food, games, and a d.j.
Student costs for these programs are minimal, with entry fees charged for a handful of intramural sports as well as the fitness classes. Free fitness is always available in the cardio theatre and weight room. "You'd be amazed at the number of miles 3,000 students can put on a treadmill," remarks Cantrell, who keeps one eye on sports and fitness programming, and the other eye on the fun meter of Fairfield's students.
A Q&A with Dr. Miriam Gogol
Six months after her arrival as the associate dean of the College of Arts and Sciences, Dr. Miriam Sahatdjian Gogol reflects on her work here at Fairfield, and on what it is like to be a parent of a college student herself. Checking in with Dr. Timothy Law Snyder, dean of the College of Arts and Sciences, we learn that "Dr. Gogol is a spectacularly quick learner. She has a fine sense of the academic process, a wonderful understanding of the symbiotic efforts brought about by dedicated faculty and administrators, plenty of experience both here and abroad, and a laugh that sings through the office space!"
Q. What are your primary duties?
A. You name it! The dean's office has its own rhythm, so my daily duties vary depending upon the day and month. Right now, for example, the deans are evaluating audits for graduating seniors. Overall, in addition to academic advising for transfer students, a principal project of mine is integrating the already centralized study abroad program and counseling students for it. I also spearhead efforts to get our top students a Fulbright award upon graduation.
Q. What first attracted you to Fairfield University?
A. The University has an excellent (and growing) academic reputation, which was critical to me. Then through the interview process, I sensed the Fairfield way of doing things - carefully, thoughtfully, and thoroughly - and that was my work ethic, too. Finally, when I came on campus, that did it, I didn't want to go home! I also love the town of Fairfield. I keep discovering new treasures here - new cafés, new sites, new restaurants, new views, new beauty.
Q. What attracts you now?
A.I enjoy being immersed in so many different kinds of tasks, so many of which demand creativity and commitment. I love the collaborative nature of my work. Also, the value placed on what is really important is heartening, especially from a spiritual point of view - encouraging students to do their best, and helping them in every way possible to get there. Personally, I'm thrilled with what Fairfield has to offer our students, especially the intense level of commitment on the part of faculty and staff to assist students with whatever needs arise. What has struck me most in my six months at Fairfield is the degree and quality of attention our students get, as administrators and faculty work together to resolve problems as expeditiously yet as thoughtfully as possible. It seems that our mission of respect of the individual and concern for others has reached all.
Q. Do you see your work differently, now that you're a parent of a college student yourself?
A.Like many parents, I was filled with hopes and fears as I toured college campuses with my daughter last year, when she was a high school senior. I worried if the college she selected would be the right match for her, both academically and socially, and if she'd be safe and happy living there for four years. Now that I'm an associate dean involved with international studies, I see the extended value of a strong study abroad program as well. As both a parent and an administrator, I also believe it's crucial to have an academic advisor with whom to discuss academic concerns, and brainstorm an academic path. At Fairfield's College of Arts and Sciences, we'll be holding advising seminars for our faculty this semester, which will benefit our students in the fall.
Q.I understand that you were a Fulbright Scholar. What are your thoughts on Fairfield's Fulbright program?
A.Yes, I was a Fulbright Scholar to the Czech Republic in 2000. I was a member of the senior faculty at Ostrava University teaching American Studies and particularly Women's Studies ("Working Women in the U. S.: 1865 to the Present"). That course was a particular hit, as Ostrava is predominantly female and the students wanted to know about the theories, literature, and historical facts regarding female workers in the United States, especially contemporary women. At Fairfield, the Fulbright experience has been astonishingly successful thus far. The students benefit from the process no matter what the outcome because they are thrown into a real-life scenario of having to network abroad (that is, contact a potential mentor from a foreign university), engage in high-level debates defending their proposals with a team of brilliant faculty members, present themselves over and over again before the committee, and think out their intellectual lives. The Fulbright committee here at Fairfield is unusually dedicated, working nights and weekends to get the best out of our students. In truth, encouraging students to reach their full potential is a goal here at the University for all our students.
Career Planning Takes Center Stage
Fairfield students chart their future at the Career Planning Center. |
In an effort to put a spotlight on the end goal of any college education - an appropriate career - the Career Planning Center recently moved their headquarters to the hub of all student activities, the John A. Barone Campus Center. Among the new location's many benefits are:
- Access to the center. Students and faculty no longer have to schedule an appointment, but can just pop in to ask a question.
- Greater exposure to recruiters. Students will have easier access to recruiters who visit campus, along with information on post-graduation opportunities.
- Design of the space. The glass walls of the office space will put the "buzz of activities" in full view of passers-by, inviting spontaneous participation.
According to Michael Dalton, director of the Career Planning Center, the new location will be a constant reminder to undergraduates that one of the important goals of their Fairfield education is to obtain a meaningful job at the conclusion of their studies. "Putting this end goal at the center of students' daily life," he says, "is a smart move."
Fairfield University and the Parents' Fund Committee thank those who have contributed this year to the Parents' Annual Fund. Enthusiasm is high as, so far, there's a 6 percent increase in the number of parent donors over the previous year. Parent gifts provide some of the resources enjoyed by your son or daughter every day, such as the latest in library databases, the campus shuttle service, and state-of-the-art technology in the classroom.
Parents' Fund committee members set a goal to raise $400,000 by June 30, 2004. To date, parents have contributed $251,000 (62 percent of goal). We need your help to achieve this important goal. Please call the Annual Giving Office toll-free at (877) 748-5123 to make your gift via credit card, or send your check. To see if your company will match your gift, click on http://www.hepdevelopment.com/Fairfield.
Senior Giving
Parents who give to the Parents' Fund set an example of philanthropy that is not missed on their children. Fairfield alumni often speak of giving back to their alma mater because the example was set by their own parents. The Senior Giving Program at Fairfield University is a stepping stone for many in the transition from students to alumni, and an exciting way to introduce the Jesuit ideals of philanthropy. All seniors were invited to a Senior Reception on Feb. 17, with University President Aloysius P. Kelley, S.J. As graduating seniors, they were encouraged to take an active part in their future relationship with Fairfield by participating in the Senior Giving Program. Please encourage your seniors to participate - participation is vital not only to the success of the program, but to continuing the tradition of excellence that defines a Fairfield education. Seniors can contact Jessica Colligan, assistant director of Annual Giving, at (203) 254-4004 or (203) 254-4000, ext. 2614.
The Advancement Division of Fairfield University publishes Parent Ties three times a year for parents of undergraduate students. Letters to the editor, address changes, and correspondence should be sent to:
Parent Ties
Bellarmine Hall Room 307
Fairfield University
1073 North Benson Road
Fairfield, CT 06824-5195
e-mail: parentties@mail.fairfield.edu
Editor
Lisa M. Roberts
Editorial Committee
Claudia B. Nielsen
Eileen Bossone
Jim and Denise Paul P'03, '05
Clare (Carney) Schimpf '76
University Photojournalist
Jean Santopatre
|
